YEARLY PLAN OF SCIENCE FORM THREE 2009 THEME : MANAGEMENT AND CONTINUITY OF LIFE LEARNING AREA : 1.

RESPIRATION Week / Date Learning Objectives 1.1Analysing the human breathing mechanism. Learning Activities Observe models or computer software to identify the structure of the human respiratory system which consists of nasal cavity, trachea, bronchus, lungs, ribs, diaphragm and the intercostals muscles. Examine a model of a lung to identify the bronchus, bronchiole and alveolus. Build a functional model of the human respiratory system to show the relationship between the air pressure in the thoracic cavity and the process of inhalation and exhalation. Discuss the breathing mechanism. View a video or computer software then gather and interpret data on the following: a. diffusion of oxygen from the alveoli into the blood capillaries and from the blood capillaries into the cells b. transport of oxygen by the red blood cells in the form of oxyhaemoglobin Learning Outcomes A student is able to: identify the structure of the human respiratory system, identify the structure of the lung, describe the process of inhalation and exhalation, relate the changes of air pressure in the thoracic cavity to inhalation and exhalation, describe the breathing mechanism. Approach Strategy Constructivism Discussion Scientific Skills Observing Communicating Remarks The contraction and relaxation of the internal and external intercostals muscles are not required.

1.2 Understanding the transport of oxygen in the human body.

A student is able to: describe the diffusion of oxygen from the alveoli into the blood capillaries, describe the transport of oxygen by blood, describe the diffusion of oxygen from the blood capillaries into the cells.

Inquiry discovery

Observing Communicating

1.3 Realizing the importance of a healthy respiratory system.

Collect and interpret data on the following: a. substances that are harmful to the respiratory system ,i.e nicotine and tar (from the smoke of cigarettes), sulphur dioxide (from the smoke of vehicles) and haze b. effect of harmful substances such as toxin and carcinogen on the respiratory system c. disease of the respiratory system. Carry out an activity to show the effects of smoking on the lungs. Hold or visit an exhibition on the effect of smoking and disease of the lungs. Brainstorm ideas on how to improve air quality and put these ideas into practice.

At the end of the lesson, students are able to : list the substances which are harmful to the respiratory system, explain the effects of pollutant on the respiratory system, list the diseases that affect the respiratory system, practice good habits to improve the quality of air.

Experiment and discovery

Observing and Experimenting

LEARNING AREA: 2. BLOOD CIRCULATION AND TRANSPORT

Week / Date

Learning Objectives 2.1 Understanding the transport system in humans.

Learning Activities Observe and study models, computer software or videos on the structure of the heart and types of blood vessels (i.e. artery, vein and capillary) in the blood circulatory system Examine a live specimen of a heart to identify its structure. Discuss the following: a. functions of the heart b. characteristics of the blood vessels and their functions. Carry out an activity to compare and contrast oxygenated and deoxygenated blood. Simulate the flow of blood in the circulatory system. Discuss the role of the blood circulatory system in the transport of substances. Invite a medical officer to give a talk on Taking Care of Your Heart.

Learning Outcomes A student is able to: describe the circulatory system as a system of tubes with a pump and valves that ensure one-way flow of blood, state the function of the heart, identify the structure of the human heart compare and contrast the structure of arteries, veins and capillaries, relate the characteristics of the blood vessels to their functions compare and contrast oxygenated and deoxygenated blood, illustrate the path of blood flow in the circulatory system describe the role of the blood circulatory system in the transport of substances, explain the importance of maintaining a healthy heart

Approach Strategy Inquiry-discovery

Scientific Skills Observing, Communicating, Analyzing

Remarks

2.2 Analysing the human blood

2.3 Analysing the transport system in plants.

Invite a physician to give a talk on the following a. the constituents of blood, i.e. plasma, red blood cells, white blood cells, platelets and their functions. b. The blood groups, i.e. A, B, AB, and O. c. The compatibility between the blood group of the donor and that of the recipient, d. The importance of blood donation e. The storage and handling of donated blood. Observe a wilted plant and discuss how it occurred. Examine the epidermis of a leaf under a microscope to identify the stomata. Carry out experiments to study the following: a. transport of synthesized food substances via the phloem b. transport of water from roots to the leaves via the xylem Examine cross-sections of root, stem and leaf to identify the location of xylem and phloem. Discuss the roles of transpiration in the transport

A student is able to: State the constituents of blood and their functions State the blood groups Match the blood group of the donor to that of the recipient Justify the importance of blood donation Describe how donated blood is stored and handled.

Contextual

Classifying Making inferences

Universal donor and universal recipient should be included

A student is able to: describe how wilting occurs describe what transpiration is describe the function of stomata identify the factors affecting the rate of transpiration describe how the factors affect the rate of transpiration describe the roles of transpiration investigate the pathway of water in a cut stem using a suitable stains identify the locations of xylem and phloem describe the

Inquiry - discovery

Observing

The transport of water and minerals in transpiration should be emphasized

of water and minerals. LEARNING AREA: 3. EXCRETION

functions of xylem and phloem

Week / Date

Learning Objectives 3.1 Understanding human excretion

Learning Activities Discuss what excretion is. Examine models, charts or view computer software to identify the excretory organs, i.e. skin, lungs and kidneys. Discuss the excretory products of each excretory organ, i.e.water, carbon dioxide, minerals, salt and urea. Discuss the importance of excretion.

Learning Outcomes A student will be able to : Explain what excretion is. Identify the excretory organs State the excretory products of each excretory organ. Explain the importance of excretion.

Approach Strategy Discussion Contextual

Scientific Skills Predicting Defining operationally Communicating

Remarks

3.2 Analysing the Urinary system in human

Examine models, charts or view computer software of the urinary system to identify the locations of kidneys, ureters, urinary bladder and urethra. Collect and interpret data on the functions of the kidney. Examine a live specimen of a kidney to: a. describe the shape of the kidney. b. Identify the components of the kidney, i.e. the cortex, medulla and pelvis

A student is able to: identify the location of kidneys and other parts of the urinary system. Describe the shape of the kidneys. Identify the structures of the kidneys Describe the functions of the kidney Explain the importance of maintaining healthy kidneys

Constructivism Discussion

Observing Making inferences Predicting Communicating Thinking skills : Relating Making inferences

Describe briefly how a dialysis machine works

Discuss the following: a. The importance of the kidneys b. Living with kidney failure 3.3 Analysing excretion in plants Collect and interpret data on the following: a. The ways plants eliminate their excretory products, b. The excretory products of plants, i.e. carbon dioxide, water and complex waste products A student is able to: Describe the ways plants eliminate their excretory products Identify the excretory products of plants Contextual Interpreting data

LEARNING AREA: 4. REPRODUCTION Week / Date Learning Objectives 4.1 Understanding sexual and asexual reproduction Learning Activities Discuss the following a. the importance of reproduction b. the similarities and differences between sexual and asexual reproduction Using charts, diagrams, videos or computer software to study the following: fertilization a. internal and external fertilization b. the various ways of asexual reproduction, Learning Outcomes Students are able to State the importance of reproduction State the types of reproduction State what fertilisation is Describe internal and external fertilization Compare and contrast sexual and asexual reproduction Classify animals and plants according to their ways of reproduction Approach Strategy Discussions Inquiry-discovery Constructivism Contextual Learning Scientific Skills Classifying Observing Communicating Identifying Remarks Reproduction

i.e. binary fission, budding, spore formation, vegetative reproduction and rejuvenation Discuss and classify animals and plants according to how they reproduce 4.2 Analysing the male reproductive system Identify the following parts of the male reproductive system with the help of charts, models, videos or computer software : a. the sexual organs, i.e. testes and penis, b. the other related parts, i.e. the scrotum, urethra, sperm duct and prostate gland Discuss the following : a. the functions of the different parts of the male reproductive system b. the role of sperm in reproduction c. the physical, physiological and emotional changes in male during puberty 4.3 Analysing the female reproductive system Identify the following parts of the female reproductive system with the help of diagrams, models, videos or computer software: a. the sexual organs, i.e ovaries and A student is able to : Identify the parts of the male reproductive system Describe the functions of the different parts of the male reproductive system State the role of sperm in reproduction Describe the changes in male during puberty Discussion Communicating

A student is able to : identify the parts of the female reproductive system. Describe the functions of the different parts of the female reproductive

Contextual

Observing, classifying, communicating, interpreting data

uterus b. the other related parts, e.i fallopian tube, vagina and cervix Discuss the following: a. the functions of the different parts of the female reproductive system b. the role of an ovum in reproduction c. the physical, physiological and emotional changes in female during puberty Simulate the differences between male and female gametes in terms of size, numbers and mobility. 4.4 Analysing the menstrual cycle. Discuss the following : a. menstruation and the menstrual cycle, b. the changes in uterus wall during menstrual cycle, c. the relationship between the fertile phase and the menstrual cycle and fertilization d. the importance of personal hygiene during menstruation.

system. State the role of an ovum in reproduction. Describe the changes in female during puberty. Compare and contrast male and female gametes in terms of size, numbers and mobility.

4.5 Analysing fertilization and pregnancy. .

Discuss the following with the help of diagrams, charts, models, videos or computer software:

A student is able to : Describe the meaning of menstruation, Describe the menstrual cycle, Describe the changes in uterus wall during the menstrual cycle, Relate the fertile phase of the menstrual cycle to fertilization, Explain the importance of personal hygiene during menstruation. A student is able to : identify the location of implantation of

Brainstorming

Comunicating

The description of the menstrual cycle should not include hormones.

Contextual

Observing, communicating, interpreting data

The concept of fertilization in human should include

a. the location of implantation of embryo, b. the development of zygote into an embryo and subsequently into a foetus until birth.

embryo describe the development of a zygote into an embryo in subsequently into a foetus until birth.

tracing the pathway of sperm and oyum until they meet and fuse.

4.6 Understanding the importance of pre-natal care

Organise an exhibition or a multimedia presentation on the following: a. the importance of taking nutritious food during pregnancy b. the effects of smoking and the taking of certain substances such as drugs and alcohol on the embryo and feotus Collect and interpret data on the following: a. the meaning of sterility, b. ways to overcome sterility, i.e. nutrition, hormone treatment, surgery, and in-vitro fertilization (IVF) c. birth control, i.e rhythm method, the use of condom, contraceptive device (IUCD), spermicides, vasectonomy and ligation. Debate on birth control and its effects on society Discuss the importance of research on human reproduction.

A student is able to: Relate the imprtance of taking nutritious food to the health of both mother and feotus during pregnancy. explain the importance of avoiding the intake of substances that are harmful to the feotus A student is able to: state the meaning of sterility, describe ways to overcome sterility, describe the methods of birth control, present argument against the abuse of birth control ad its effects on the community, explain the importance of research on human reproduction

Mastery-Learning

Observing, classifying, making inferences, predicting, communicating interpreting data

4.7 Evaluating the importance of research in human reproduction.

Mastery-Learning

Observing, classifying, making inferences, predicting, communicating interpreting data

Birth control methods to be included: natural, chemical, mechanical, hormonal and surgical

4.8 Analysing the sexual reproductive

Examine flowers to identify the following parts:

A student is able to: Identify the different parts

Brainstorming, experiment,

Observing, classifying, defining operationally,

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system of flowering plants

a.

petal and sepal. b. the male part, i.e. the stamen which consists of the filament, anther and pollen grains. c. The female parts, i.e. the pistil which consists of the stigma, style, ovary and ovules. Use microscope or hand lens to observe the following: a. cross-section and longitudinal section of an ovary to identify the ovules, b. pollen grains. Discuss the functions of the following: a. flowers in reproduction, b. male reproductive parts of the flower c. female reproductive parts of the flowers.

of a flower Identify the male and female reproductive parts of a flower Identify the male and female gametes Describe the functions of the male and female reproductive parts of a flower in sexual reproduction.

observation, identification, group discussion.

experimenting.

4.9 Analysing pollination

Discuss the following with the help of models, charts, videos or computer software: a. pollination b. types of pollination c. similarities and differences of selfpollination and crosspollination d. advantages of cross-pollination

A students is able to: describe what pollination is relate the characteristics of flowers to their agents of pollination. State the types of pollination Compare and contrast self-pollination

Simulation Discussion

Observing Predicting Communicating Interpreting data Hypothesising Experimenting

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e. uses of crosspollination in agriculture. Carry out an activity to study the various types of flowers to identify their pollinating agents.

and cross-pollination Explain the advantages of crosspollination Explain with examples the uses of cross-pollination in agriculture.

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4.10: Understanding the development of fruits and seeds in plants

Use a microscope to observe the development of pollens tubes in different percentage of sucrose solution (5%-10%). Draw annotated diagrams of the following: a. The fertilization process in plants b. The formation of fruits and seeds. Discuss the following : a. the location where fertilisation occurs in flower b. fertilisation in plants c. formation of fruits and seeds

A student is able to: ide ntify the location where fertilisation occurs in flower des cribe fertilisation in plants des cribe the formation of fruits and seeds.

Discussion and Contextual

Observing communicating

4.11: Synthesising the concept of germination of seeds

Dissect a seed longitudinally and identify its structure using hand lens or microscope. Collect and interpret data on the following: a. functions of the different parts of a seed, i.e. the embryo (radicle, plumule and cotyledons) and testa, protected by the prericarp (fruit wall) b. physical changes of seddlings in terns of the development of radicle, plumule and cotyledon. Carry out small group discussions to:

A student is able to: identify the structure of a seed explain the functions of the different parts of a seed describe the physical changes of seddlings during germination make hypotheses on the conditions required for the germination of seeds design an experiment to study the conditions required for the

Discussion and identify

Observing, Communicating,

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a. identify the variables related to the germination of sedds, b. formulate hypotheses about the conditions required for the germination of seeds. Design and carry out experiments to determine the conditions required for the germination of seeds. 4.12 Application of vegetative reproduction in flowering plants Carry out a study of the vegetative reproduction of various plants in a nursery to identify the types of vegetative reproduction. Discuss what vegetative reproduction is. Discuss the application of research carried out in vegetative reproduction in agricuture.

germination of seeds carry out the experiment to study the conditions required for the germination of seeds draw conclusions on the conditions required for the germination of seeds

A student is able to: explain with examples the meaning of vegetative reproduction, state the parts of the plants that can reproduce vegetatively, classify flowering plants according to the parts that can reproduce vegetatively, describe the application of research carried out on vegetative reproduction in agricuture

Inquiry-Discovery

Observing Classifying Communicating Interpreting data

Biotechnology can be introduced. Example of vegetative reproduction is plant tissue culture. Details of plants tissue culture are not required.

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LEARNING AREA: 5. GROWTH

Week / Date

Learning Objectives 5.1 Analysing the pattern of human growth

Learning Activities Discuss the following: a. characteristics used to measure growth rate such as height and weight b. meaning of growth c. growth pattern in male and female d. effect of nutrition on the development of physical and mental well being of children Carry out activities to interpret the growth curve for male and female infancy to adulthood

Learning Outcomes A student is able to : Describe what growth is Identify the characteristic used to measure growth rate Analyse the growth curve for male and female Compare and contrast between growth rate in male and female Describe the effects of nutrition on the growth in children

Approach Strategy Communicating, interpreting data

Scientific Skills

Remarks

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THEME: MATTER IN NATURE LEARNING AREA: 1. LAND AND ITS RESOURCES Week / Date Learning Objectives 1.1 Analysing the various minerals found in the Earth crust. Learning Activities Discuss what a mineral is. Collect and interpret data on the various types of minerals that exist in the Earth crust: a. Natural elements, i.e. gold and silver b. Natural compounds, i.e. oxides, carbonates, sulphides and silicates. Discuss and identify the elements in a few natural compounds. Carry out activities to study the following: a. Hardness of minerals b. Solubility of minerals in water c. The effect of heat on some metal carbonates, oxides and sulphides 1.2 Understanding the reactions between metal and non metal Brainstorm and discuss the following: a. examples of metals. b. examples of non-metal Carry out activities to study the reaction of some metals , i.e magnesium, aluminium, zinc and iron with the Learning Outcomes A student is able to: Describe what a mineral is. Explain through examples that minerals exist in the form of natural elements or natural compounds. Identify the elements in naturals compounds Describe the properties of minerals Write equations in words to show the effect of heat on the minerals. Approach Strategy Mastery learning Scientific Skills Observing Making inferences Remarks

A student is able to: state examples of metals and non-metals describe the reactions between metals and nonmetals write equations in words for the reaction between metals and nonmetals.

Mastery learning

Communicating

The reactivity series need not be introduced.

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following non-metals: a. Sulphur b. Oxygen

State that metals react with non-metals at different rate.

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1.3 Understanding silicon compounds

Collect and interpret data on silicon compounds that exist in the form of silica and silicate Carry out activities to study the properties of silica and silicates as follows: a. Solubility in water b. Reaction with hydrochloric acid c. Effects of heat Visit factories to learn about the process of making glass, ceramic, electronic chips and fibre optics. Discuss the uses of silicon compounds in our daily life.

A student is able to: state the different forms of silicon compounds state examples of silica state examples of silicate relate the properties of silicon compounds to their stability explain through examples the uses of silicon compounds in our daily life.

Discussion Visits

Communicating Observing

1.4 Analysing calcium compounds.

Collect and interpret data on calcium carbonate. Carry out activities to study the following: a. the properties of calcium carbonates in terms of its reaction with acid, solubility in water and the effects of heat. b. The formation of calcium oxide (quicklime) and calcium hydroxide (slaked lime).

A student is able to: State the elements in calcium carbonate. Identify the various forms of calcium carbonate Describe the properties of calcium carbonate. Write equations in words for the reaction of calcium carbonate. Describe the formation of calcium oxide and calcium hydroxide Relate the properties of calcium compounds to their

Experiments Contextual learning

Observing Communicating Classifying

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uses Discuss the following: a. Uses of calcium compounds, i.e. calcium carbonate, calcium oxide and calcium hydroxide b. Properties of calcium compounds with reference to their uses. 1.5 Analyzing natural fuel resources and their importance Access websites or visit PETROSAINS, National Science Centre or an oil refinery to collect information on the formation of natural fuel resources found in Malaysia. Carry out an activity to study fractional distillation of petroleum. Discuss the following: a. Characteristics and uses of the various fractions of petroleum b. Contributions of petroleum and natural gas industry to the economic development of our country. c. Efficient ways of using petroleum and other natural fuel resources. A student is able to: List the natural fuel resources Explain the formation of natural fuel resources Describe the fraction distillation of petroleum Describe the characteristic of the various fractions from the fractional Describe the uses of the various fractions of petroleum Explain the contributions of petroleum and natural gas industry to the economic development of our country Generate ideas on how to use natural fuel resources efficiently. Constructivism Making inferences

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THEME: LEARNING AREA:

ENERGY IN LIFE 1. ELECTRICITY

Week / Date

Learning Objectives 1.1 understanding electrostatics

Learning Activities Carry out following activities: a. Producing static electrical charges in materials through friction b. Detecting static electrical charges using an electroscope c. Observing what happens when two objects with the same or opposite charges are brought near to each other and making conclusions about static electrical charges. Discuss the following: a. What electrostatic is b. Types of static electrical charges c. Properties of static electrical charges d. Examples of material that are easily charged, i.e. acetate and polythene e. Everyday phenomena related to static electrical charges, e.g. lighting f. Safety measures to be taken when dealing with electrical charges, e.g. the use of lighting conductor.

Learning Outcomes A student is able to: Describe what electrostatics is State the types of static electrical charges State the properties of static electrical charges Describe how static electrical charges can be produced in some materials Describe ways to detect static electrical charges Explain everyday phenomena caused by static electrical charges State the safety measures to be taken when dealing with static electricity.

Approach Strategy Contextual

Scientific Skills Observing Making inferences

Remarks

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1.2 Understanding electricity

Collect and interpret data on the sources of electrical energy used in everyday life. Carry out activity to observe the flow of electric current using a Van de Graff generator and a galvanometer. Discuss the following: a. electricity b. current c. voltage d. resistance e. directions of current and electron flow in an electric circuit

A student is able to: give examples of sources of electrical energy used in everyday life state what electricity , state what voltage is, state what resistance is describe the directions of current and electron flow in an electric circuit

Contextual, Discussion

Observing, communicating, interpreting data

1.3 Applying the understanding of measuring electricity

Collect information and carry out a multimedia presentation on the discovery of the unit for: a. current, i.e. ampere b. voltage, i.e. volt c. resistance, i.e. ohm examine the instruments and discuss its use for measuring: a. current b. voltage Assemble an electric circuit and measure its current and voltage

A student is able to: identify the instrument for measuring current identify the instrument for measuring voltage state the unit for current state the unit for voltage state the unit for resistance measure current in an electric circuit measure voltage in an electric curcuit A student is able to: Design and carry out experiments to study the relationship between

Contextual

Measuring and using numbers

1.4 Synthesising the relationship between current, voltage and resistance.

Design and carry out an experiment to study the following: a. effects of the

Constructivism

Experimenting Controlling the variables Making hypothesis

Interpretation of graphs should be emphasized.

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change in resistance on current b. effects of the change in voltage on current Discuss the following: a. relationship between voltage, current and resistance b. Ohms Law 1.5 Synthesising the concept of parallel and series circuit. Match the components found in an electric circuit to their symbols. Draw the following circuit diagrams and assemble the circuits : a. a complete circuit; b. a series circuit; c. a parallel circuit. Discuss the similarities and differences between a series circuit and a parallel circuit with the help of illustration. 1.6 Analysing current, voltage and resistance in a series circuit. Carry out activities to study current, voltage and resistance in a series circuit. Discuss the advantage and disadvantage of a series circuit.

resistance and current Describe the effects of the change in resistance on current Design and carry out experiment to study the relationship between voltage and current Describe the effect of the change in voltage on current State Ohms Law A student is able to : identify the components of an electric circuit and their symbols; draw a diagram of a complete circuit; build a complete electric circuit; build a series circuit; build a parallel circuit; compare and contrast the arrangement of components in a series circuit and a parallel circuit.

Interpreting data

Mastery Learning

Observing, experimenting, communicating,

A student is able to: describe the current flowing through the components in a series circuit describe the voltages across the components in a series circuit describe the resistance in a series circuit explin the advantage and

Contextual

Experimenting

Simple calculations can be introduced

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1.7 Analysing current, voltage and resistance in parallel circuit.

Carry out activities to study current, voltage and resistance in a parallel circuit. Discuss the following: a. advantage and disadvantage of a parallel circuit b. similarities and differences between series and parallel circuits in terms of current, voltage and resistance.

the disadvantage of a series circuit. A student is able to: describe the current flowing through the components in a parallel circuit describe the voltage across the components in a parallel circuit describe the resistance in a parallel circuit explain the advantage and the disadvantage of a parallel circuit compare and contrast a series circuit and a parallel circuit in terms of current, voltage and resistance A student is able to: describe what a magnetic field is draw the magnetic field of a bar magnet draw the directions of the magnetic field relate magnetic field lines and strength of magnetic field explain the use of a magnet in a compass

Contextual

Observing

Simple calculations can be introduced. The differences between a series circuit and a parallel circuit should be demonstrated using meters and brightness of bulbs.

1.8 Understanding magnetism

Carry out the following activities: a. use iron fillings to study the magnetic field of a bar magnet b. use compass to plot the directions of the magnetic field. Discuss the following: a. magnetic field b. relationship between magnetic field lines and strength of magnetic field. Study and discuss the use of a magnet in a compass.

Contextual

Experimenting

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1.9 Understanding electro-magnetism

Carry out an activity to study the magnetic field produced by a straight wire carrying electric current. Discuss the meaning of a. electromagnetism b. electromagnet

A student is able to: relate the current flow through a conductor with magnetism describe what an electromagnet is

Contextual

Experimenting

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LEARNING AREA: 2. GENERATION OF ELECTRICITY

Week / Date

Learning Objectives 2.1 Understanding of generation of electrical energy

Learning Activities Explore website or visit a power station to collect and interpret data on the following: a. various types of generators, i.e, thermal, hydro electric, diesel, nuclear and gas turbine b. generation of electrical energy in various types of power stations c. alternative sources of energy e.g solar energy and biomass Discuss the similarities and differences in the generation of electrical energy in various types of power stations. Carry out activity on the utilization of solar energy using devices such as solar box or solar cell (photovoltaic cell).

Learning Outcomes A student is able to : list the various types of generators describe the generation of electrical energy in various types of power stations compare and contrast the generation of electrical energy in various types of power stations give examples of alternatives source of energy

Approach Strategy Contextual

Scientific Skills Observing Classifying Communicating

Remarks

2.2 Understanding Transformer

Build a simple transformer and study its physical structure Carry out an activity to show the function of the simple transformer Collect and interpret data on the working principle of a step-up transformer and a step-down transformer

A student is able to: Identify the different parts of a transformer Describe how a transformer works Describe the roles of transformer in the transmission and distribution of electricity Compare and contrast a step-up transformer and stepdown transformer

Constructivism

Inferring Interpreting Data Classifying

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Discuss step-up and step-down transformers in terms of a. similarities and differences b. their uses in the transmission and distribution of electricity 2.3 Analysing the electricity transmission and distribution system Discuss the electrical transmission and distribution system which includes the National Grid Network, transformer stations, switch zone, main sub-station and its branches Collect and interpret data on the National Grid Network in Malaysia. A student is able to arrange in order the components in the electricity transmission and distribution system describe the functions of the components in the electricity transmission and distribution system describe how electricity is transmitted and distributed from power stations to consumers. A student is able to state the value of the main voltage. state the types of current identify the type of electric current supplied to home state the type of electrical wiring, identify the parts in an electrical wiring system describe the functions of the parts of an electrical wiring system describe the wiring in a 3-pin plug. Discussion Inquiry-Discovery Classifying Interpreting data

2.4 Understanding the electrical supply and wiring system at home

Collect and interpret data on electrical energy supply at home. Study and discuss the following: a. electrical wiring system at home include fuse box, mains switch, circuit breaker, live wire neutral wire, earth wire and electric meter, b. international colour code. Carry out an activity to: a. study the structure and design of a 3-pin plug b. complete the wiring of a 3-pin plug

Contextual

Experimenting

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2.5 Analysing the cost of electrical energy usage

Examine various home appliances to collect and interpret data on the power, voltage and current ratings Calculate the amount of current flowing through home electrical appliances Discuss the relationship between electrical energy usage, power and time. Carry out the home electrical energy usage audit to determine the cost of electrical energy use per month

A student is able to : State the power and voltage rating of home electrical appliances Calculate the amount of current flowing through an electrical appliances Recall the relationship between electrical energy usage, power and time Solve problem by calculating the cost of electricity use

Contextual

Classifying Measuring and using numbers Interpreting data

Introduce the following formulae: Power = Voltage X Current P=VXI Energy ( kWh) = Power(kW) X Time(h)

2.6 Understanding the function of fuse and earth wire

Discuss the following : a. types of fuses b. ratings of fuses c. function of fuse in electrical wiring system d. the role of earth wire in electrical wiring system Carry out an activity to study the occurrence of a short circuit. Carry out activities to determine the suitable ratings of fuses for different electrical appliances.

A student is able to; identify the types of fuses state the ratings of fuses describe the function of fuse in electrical wiring system determine the suitable rating of a fuse for an electrical appliances describe the role of earth wire in electrical wiring system

Contextual

Observing, classifying, communicating, Interpreting data and inferring

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2.7 Evaluating the importance of safety precautions in the use of electricity.

Collect and interpret data on the following: a. causes of electrical accidents, b. steps to be taken if electrical accidents occur, c. safety features at home to prevent electrical accidents. Discuss the need to take safety precautions when using electricity.

A student is able to: state the safety measures to be taken when using electricity, describe the steps to be taken when accidents involving electricity occur, justify the need for having safety precautions and safety features at home to prevent electrical accidents.

Contextual Learning Making decisions

Measuring and using number

Mention the following safety features: I. Miniat ure Circuit Breaker (MCB) II. Earth Leakage Circuit Breaker (ELCB) Introduce energy labeling of appliances to improve energy efficiency.

2.8 Evaluating the importance of conserving electricity.

Collect and interpret data about activities that cause electricity wastage. Discuss the ways to conserve electricity. Carry out a project on energy efficiency. Discuss and justify the needs for conserving electricity. Brainstorm the problems faced by the country if there was a shortage of electricity.

A student is able to: identify the activities that cause electricity wastage, describe ways to conserve electricity, justify the needs for conserving electricity predict problems our country would face if there was a shortage of electricity.

Discussion

Predicting

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THEME: ASTRONOMY AND SPACE EXPLORATION LEARNING AREA: 1. STARS AND GALAXIES

Week / Date

Learning Objectives 1.1 Analysing the sun

Learning Activities Collect and interpret data on the following: a. characteristics of the sun i.e. size, mass, density relative to the earth and surface temperature. b. Structures of the sun, i.e. the corona, chromosphere and photosphere. c. Phenomena occurring at the surface at the surface of the sun i.e. prominences, flares and sunspots. d. Effects of the phenomena on the surface of the Sun on Earth e. Generation of energy by the sun Discuss the following: a. the definition of star, b. the Sun as a star. Visit the National Planetarium or National Science Centre to collect and interpret data on the following: a. bright stars such as the Sirius and Rigel, b. the Sun as a star, c. various types of stars based on temperature, size and brightness,

Learning Outcomes A student is able to: Describe the characteristics of the sun Identify the structures of the sun Identify the phenomena occurring on the surface of the Sun Explain the effects of the phenomena on the sun on the Earth State how energy is generated by the sun

Approach Strategy Constructivism

Scientific Skills Observing , classifying, communicating, making inferences

Remarks Aurorae, frequently associated with flares should be introduced.

1.2 understanding the stars and the galaxies in the Universe.

A student is able to: define what a star is, identify the Sun as a star, identify the bright stars in the sky, compare and compare and contrast the stars based on certain characteristics, describe the formation of stars, describe the death of stars, state the types of galaxies, describe the Milky Way,

Inquiry - discovery

Observing, communicating

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d. formation of stars, e. death of stars leaving behind the white dwarf, neutron star and the black hole, f. types of galaxies, i.e. elliptical, spiral and irregular, g. the Milky Way, h. the Universe. Take part in star gazing activities. View computer software or videos to gather information about the topics in this learning area. 1.3 Thankful for the existence of the Universe as a gift from God Write a poem or haiku about the uniqueness, orderliness, beauty and harmony of the Universe as sign of the glory of god. Discuss the following: a. the expanse of the Universe b. all that exists in the Universe is not permanent c. the importance of the Sun and the Moon to life on Earth

describe the Universe, state the position of the Solar System in the Universe.

A student is able to : Appreciate the uniqueness, orderliness, beauty and harmony in the Universe as a sign of the glory of God. Describe the expanse of the Universe compared to Earth, State that all the exists in the Universe is not permanent, Explain the importance of the Sun and the Moon to life on Earth.

Contextual

Communicating

Haiku is a Japanese poem that comprise of three lines. The first and third is made up of five syllables while the second line is made up of seven syllables. The theme and message of the poem is often associated with nature. For example: Up the sky I stare, I look up and

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wish Im there, Beautiful and rare. This learning objective (1.3) should be intergrated with the other learning objectives when relevant.

LEARNING AREA : 2. SPACE EXPLORATION

Week / Date

Learning Objectives 2.1 Understanding developments in the field of astronomy and space exploration.

Learning Activities Surf the Internet, visit the Planetarium or the National Science Centre to collect and interpret data on the following: a. Developments in the field of astronomy, b. Applications of technology related to space exploration and astronomy, e.g. remote sensing, c. Developments in space exploration, e.g launching the rockets, satellites, probes as well as mans landing on the moon. Debate on the need to continue space exploration. Carry out a multimedia presentation on the developments in the field of

Learning Outcomes A student is able to : describe the developments in the field of astronomy, describe the developments in space exploration, explain with examples the applications of technology related to space exploration and astronomy, justify the need to continue space exploration.

Approach Strategy Discussion

Scientific Skills Predicting Communicating Observing

Remarks Include the applications of remote sensing, e.g. in geology, agriculture, forestry, disaster management, national security management, etc. Malaysian Centre for Remote Sensing (MACRES) is responsible for the romote sensing projects in the

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astronomy and space exploration.

country.

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